A Series of Abraham Lincoln Activities for the Elementary Classroom

By: Jessica Ballou-Roberts, North Warren Elementary School Bowling Green, KY; Lincoln Tri-State Heritage Summer Geography Institute; July, 2009

FILM Strategy: Hodgenville, Kentucky

F- The Function of this statue is to remind visitors to Hodgenville and LaRue County that Abraham Lincoln was one of their most famous residents. This statue is bronze with a marble base. The statue was re-bronzed in 1985.

I- The Importance of this statue is to remind all who pass that Lincoln is the center of this Kentucky County, and to keep the legacy of Lincoln alive today. Lincoln was born at Knob Creek, in LaRue County.

L- This statue is Located in Hodgenville Kentucky, around the town square. The statue is located in Hodgenville, this is the town where Lincoln was born February 12, 1809. The ceremony to dedicate this statue took place during the centennial anniversary.

M- This statue memorializes our 16th president, the statue portrays Lincoln in a solemn way; he is sitting with a melancholy facial expression. This statue forces Me to see Abe as a man full of thought, maybe he is thinking about the Civil War, and what he should do. Adolph A. Weimann created this statue. The statue was dedicated in 1909 during the centennial anniversary of the president’s birth. His son Robert Todd Lincoln was present at the ceremony. A replica of this statue is at the University of Wisconsin-Madison.

---------------------------------------------------------------------------------------------------------------------------------After completing a unit on Lincoln, these activities can be used as assessment or part of assessments. Choose one of the following tasks to complete.

Create a Wiki on Lincoln. A Wiki is information that could be used in the Wikipedia Encyclopedia. A Wiki consists of facts about Lincoln; make sure you site the sources that you used to create your Wiki. Make sure your Wiki is your own words, do not plagiarize. Compare and contrast your home with Abraham’s childhood home. Use the Venn diagram attached. If you were Lincoln would you have signed the Emancipation Proclamation? Why? Why not? What feelings were involved with your signing or refusing to sign? Write a letter to Lincoln encouraging or discouraging him to sign the Emancipation.

ACTIVITY ONEGroup FILM Strategy

Divide students into groups of 4-5.Give each group an example of iconography in Kentucky .Using the FILM strategy complete a group poster on the example of iconography given.

F-What is the function of the statue or memorial? I-What is the importance of the statue or memorial? L-Why is the statue or memorial located at this specific place?M-What does this statue or memorial mean to me? To others?

Use the Following Criteria for your poster Draw a picture of the iconography and include a heading. Display FILM strategy with correct spelling and punctuation. Avoid excessive white space.

Lincoln Log Cabin, An Illinois State Historic SiteFriday, June 26, 2009, 3:00 pm By: Jessica Ballou Roberts

The day was hot with a cloudy sky; the temperature was 93 degrees and rising. We parked in front of the visitor’s center, the first building that we came to. The building was sent in the middle of several mature trees. After viewing a video and seeing the exhibits and learning about rural nineteenth century textile production at the visitors center, we made our way to the two farms. These farms are living history farms set in the 1840s.

The first farm we visited was the Thomas Lincoln and Sara Bush Johnston Lincoln Farm, Leaving the visitors center and walking up the dirt path to the left, on both sides split rail fences guide the way. The barn on the farm was also a 1840s barn as well it is a split barn and we walked through it first. A lady working on her needlework under a shade tree, while he husband worked as well greeted us. There were several types of animals on the farm, including chickens, pigs, and cows. A well stood in front of the home, on top of a knob, the well was the original well used by the Lincolns.

After viewing the Lincoln Farm we then made our way to the Sargent farm. Again split rain fences let the way to this farms dirt road. Upon entering the farm, a garden was the first thing we saw, several things were planted such as corn, beans, tomatoes, and several types of herbs. Several children were outside playing with their hoops. The Sargent farm is located on a flatter area than the Lincoln farm.

This historic site is in great shape, I did not see any problems that would deter someone from visiting this living historic site.

Well at the Lincoln farm

Children outside the Sargent farm

Terms: Cartographer - A cartographer is a mapmaker.

Key - a small table accompanying the map that explains the symbols that are used on the map.

Natural Resources - resources supplied by nature

Spring - a place where water wells up from and underground source

Renewable resources - resources that can be replenished in nature over long periods of time

Vegetation - plants found in a particular area or habitat

Lincoln Log Cabin

Sargent Farm

Well - a hole sunk into the earth to reach a supply of water

Follow up questions:

Why is important to have a well in close quarters to the house?

If you own a large area of land, why is important to place your home in a particular location?

What natural resources are needed to have a functional farm?

What renewable resources are found on the Sargent/Lincoln farms?

Connecting to my students:

This information can be used to teach various aspects of geography. Students will learn how people interact with their environment, not only now, but during the 1840s as well. Students will also learn map skills, they will become cartographers and create their own map of a their farm, and include natural resources, as well as renewable resources.

I could take my students to the Shaker Village of Pleasant Hill; this living history site is similar to the Lincoln log cabin site. This farm would allow students to view a well, as well as viewing the many buildings on this 3,000-acre farm. Students would have the ability to see this working farm, and see the natural resources needed to keep this farm going . Students would also have the opportunity to be cartographers and create their own map of a living history farm.

Shaker Village at Pleasant Hill

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

ACTIVITY TWO

Compare your Home to Abraham Lincoln’s Home

Name:

Use the following criteria:

structure, lot, indoor features, outdoor features, and building resources used.

Is your home and Abe’s more alike or more different? Explain your thinking.

ACTIVITY THREE: You have been asked to design a new penny, with a scene from Lincoln’s life. Use the template attached.

The New Penny

Name:

ACTIVITY FOUR

Based on what you know about Lincoln from class, and the materials you have, Choose one event from

each state that Lincoln lived in that could have influenced his choice of words used in his second

inaugural address. You should have a state and an event for each statement.

With malice toward none; with charity for all; with firmness in the right, as God

gives us to see the right, let us strive on to finish the work we are in; to bind up the

nation’s wounds; to care for him who shall have borne the battle, and for his widow,

and his orphan—to do all which may achieve and cherish a just and lasting peace,

among ourselves, and with all nations.

ACTIVITY FIVE

PodCast

With malice toward none State: Event:

with firmness in the right State:Event:

as God gives us to see the right State:Event:

let us strive on to finish the work we are in

State:Event:

to bind up the nation’s wound State:Event:

to care for him who shall have borne the battle

State:Event:

to do all which may achieve and cherish a just and lasting peace

State:Event:

among ourselves, and with all nations

State:Event:

In Teams, create a podcast about Lincoln. Use the following criteria.

Chose one event or time period of Lincolns life Decide on an audience, students, or parents are two examples. Compose a script that will last approximately 2 minutes. Decide with your partner on a creative way to present the information on your podcast. Compose a script, that allows both people to participate. USE THE SCORING GUIDE (I have included an example.)

Podcast Novice1-5

Apprentice7

Proficient8-9

Distinguished 10 Score

Audience & Purpose

Message is generic. No specifically

intended audience.

Presentation is a report of facts

with no interpretation.

Message is identified for a

specific audience but

presentation is little more than report of facts.

Message identifies and is targeted

toward a specific audience and

presents mostly information

relevant to that audience.

Student has clearly defined audience and

purpose that is apparent in

final product. Intention is

obvious

__X 2

Content of Message

Message becomes a report of facts

without identifying

Message is not focused around a central issue

or event in Lincoln’s life.

Message identifies a specific event in

Lincoln’s life.

Message identifies an

issue and discusses it in a

meaningful way.

__X 2

Clarity of Presentation and Sound

Effects

Podcast recording quality is low

making it difficult to understand or

do not incorporate sound

effects.

Podcast recording

quality is okay making it

mostly easy to understand

though some elements

distract from the content.

Audio volume is inconsistent.

Podcast recording quality is clear and easy to understand. Background audio or sound effects are

added and don’t distract from the message but may

not add to it either.

Podcast recording

quality is clear and easy to understand. Background audio and

sound effects add to the message making it clearer.

Overall Somewhat boring or unenthused

Okay, but just didn’t seem

Good ideas and fairly good

Great podcast that I am sure

and needs some spice.

like enough research was

done into issues or effort was made to

make it interesting.

implementation.many people will love to

hear!

TOTAL POINTS—

Podcast Scoring Guide